Akademika Jurnal Teknologi Pendidikan
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<![CDATA[Gamification-Based Mobile Learning Assisted Language Learning for self-Directed Speaking Skill Improvement ]]>
<![CDATA[Handikaningtyas, Tristania]]>;
<![CDATA[Kuswandi, Dedi]]>;
<![CDATA[Wedi, Agus]]>
<![CDATA[ Akademika Vol 14 No 01 (2025): Akademika : Jurnal Teknologi Pendidikan ]]>
Publisher : <![CDATA[Akademika : Jurnal Teknologi Pendidikan ]]>
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DOI: 10.34005/ak.v14i01.4312
<![CDATA[English speaking skills become an important skill to master in the 21st century as a global communication tool that can affect one's professional development. There are various challenges faced by learners in the learning process, such as low vocabulary acquisition and learning motivation. Therefore, gamification-based Mobile Assisted Language Learning comes as an innovative solution that can improve English speaking skills through self-directed learning. This study uses qualitative research with literacy studies related to the effectiveness of gamification-based Mobile Assisted Language Learning (MALL) on Self-Directed Learning (SDL) in improving English speaking skills. Data were obtained through SRL such as connected paper, Google Scholar, Research Rabbit, and ResearchGate. The analysis shows that the integration of MALL and gamification elements can increase learner motivation and engagement, resulting in interactive, personalized and flexible English learning. In learning, the SDL method provides positive implications in the form of learner freedom to organize learning according to their preferences which support the development of speaking skills effectively. The effectiveness can be seen from the increased accuracy of learners' pronunciation of words obtained from the instant feedback that affects their motivation and confidence. In addition, there is an increase in cognitive ability through increasing pronunciation accuracy and fluency in speaking English. The learners can memorize the vocabulary, understanding the meaning and apply the words in the appropriate contexts as evidenced by a significant increase in scores. In implementation, there are some challenges such as the potential for technology dependency and the need for targeted guidance in SDL. The results of this study are expected to provide information for teachers and learning material developers to design effective and relevant English learning strategies.]]>
<![CDATA[Literature Review - Pengaruh Kombinasi Model Flipped Classroom dan Model Problem Based Learning terhadap Kemampuan Pemecahan Masalah ]]>
<![CDATA[Mariani, Dewi]]>;
<![CDATA[Mustaji, Mustaji]]>;
<![CDATA[Dewi, Utari]]>
<![CDATA[ Akademika Vol 14 No 01 (2025): Akademika : Jurnal Teknologi Pendidikan ]]>
Publisher : <![CDATA[Akademika : Jurnal Teknologi Pendidikan ]]>
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DOI: 10.34005/ak.v14i01.4352
<![CDATA[Problem solving ability is one of the key competencies that students must have in the 21st century education era. However, traditional learning methods are often unable to equip students with the critical and analytical thinking skills needed to solve complex problems. This research aims to systematically evaluate the effect of the combination of Flipped Classroom and PBL on students' problem solving abilities through the Systematic Literature Review (SLR) method. Data was collected from various studies published in indexed journals over the last 10 years. Analysis was carried out to identify trends in research results, supporting factors and obstacles that influence the successful implementation of the combination of the two models. The research results show that the combination of Flipped Classroom and PBL has a significant positive impact on students' problem solving abilities. This model not only improves critical and analytical thinking skills but also supports the development of non-cognitive skills, such as collaboration and communication. In addition, the integration of technology in Flipped Classroom increases the flexibility and effectiveness of independent learning, which then strengthens the implementation of PBL in the classroom. However, challenges such as student and teacher readiness, access to technology, and appropriate learning design need to be considered to ensure successful implementation]]>
<![CDATA[First implementation of MOOC for basic one health training to control zoonoses in Indonesia ]]>
<![CDATA[Putra, Luqman Suyanto]]>;
<![CDATA[Kustandi, Cecep]]>;
<![CDATA[Wirasti, Murti Kusuma]]>
<![CDATA[ Akademika Vol 14 No 01 (2025): Akademika : Jurnal Teknologi Pendidikan ]]>
Publisher : <![CDATA[Akademika : Jurnal Teknologi Pendidikan ]]>
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DOI: 10.34005/ak.v14i01.4369
<![CDATA[Collaboration among health professions in controlling the spread of various infectious diseases is crucial for tracking and responding to zoonotic threats. The limited training that can be attended openly and massively to reduce cases of zoonotic diseases remains an unresolved issue. MOOC for One Health Basic Training is here to provide a solution to this problem. This research aims to describe the implementation of MOOC for One Health basic training, conducted for the first time in Indonesia. This research makes an important contribution by applying practical experience in training the One Health approach using the latest technology. 539 participants have registered, with a completion rate of 81%. Most participants are women from primary health care (puskesmas). Positive feedback was obtained with 94.6% of participants agreeing and strongly agreeing that they had a satisfying learning experience. By providing open and free learning, MOOC have met educational needs. Learning from the progress of online learning will help healthcare workers who are busy with their daily targets at work. This research shows that MOOC receive a positive response and can be applied in training in the health sector.]]>
<![CDATA[Teaching Practitioner Program Evaluation at the Banten College of Administrative Science ]]>
<![CDATA[Sonjaya, Trisna]]>;
<![CDATA[Lutfi, Lutfi]]>
<![CDATA[ Akademika Vol 14 No 01 (2025): Akademika : Jurnal Teknologi Pendidikan ]]>
Publisher : <![CDATA[Akademika : Jurnal Teknologi Pendidikan ]]>
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DOI: 10.34005/ak.v14i01.4439
<![CDATA[The aim of evaluating the Teaching Practitioner Program at the Banten College of Administrative Sciences using the CIPP Model. The ultimate goals of the teaching practitioner program are: 1) reduce the gap between the skills of college graduates and industry needs; 2) increase the competitiveness of graduates in the global labor market; 3) building an adaptive and collaborative educational ecosystem between the world of education and industry; and 4) provide students with direct insight into real challenges in the world of work as well as the latest technology that is being developed. The research approach by quantitative descriptive method to evaluate program. The results of research evaluating the teaching practitioner program at the Banten College of Administrative Sciences obtained an average rating of 75% (very good). The results of the evaluation of the teaching practitioner program using the CIPP Evaluation Model are: (1) the results of the context evaluation show that program participants are able to understand the objectives of the teaching practitioner program with a very good assessment (79%); (2) the results of the input evaluation show that the input aspect of the teaching practitioner program at the STIA Banten campus is rated very well (74%); (3) the results of the process evaluation show that the implementation dimensions of the teaching practitioner program at STIA Banten are running very well (71%); and (4) the product evaluation results show that the product implications of fulfilling the main performance indicator achievements (IKU 4, namely: on-campus teaching practitioners and IKU 7 achievements, namely: collaboration classes) at STIA Banten were implemented very well (76%).]]>
<![CDATA[PENINGKATAN HASIL BELAJAR SISWA MELALUI METODE PEMBELAJARAN MAKE A MATCH ]]>
<![CDATA[Khasanah, Khasanah]]>;
<![CDATA[Nasution, Nursanita]]>;
<![CDATA[Utari, Anna Indah]]>;
<![CDATA[Yustantina, Eka Yunita]]>
<![CDATA[ Akademika Vol 14 No 01 (2025): Akademika : Jurnal Teknologi Pendidikan ]]>
Publisher : <![CDATA[Akademika : Jurnal Teknologi Pendidikan ]]>
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DOI: 10.34005/ak.v14i01.4443
<![CDATA[This research aims to determine the application of the Make a Match learning model in improving basic culinary learning outcomes and the quality of student learning after applying the Make a Match learning model in the Basic Culinary subject. This research involved 35 class X Catering 1 SMKN 3 Bekasi City students. The research approach used is classroom action research, which aims to apply learning strategies to natural situations. This research uses the spiral model from Kemmis and Taggart, which consists of two cycles, each using four action components: planning and acting. Observation and reflection. The data collection procedure was carried out in 3 cycles, where each cycle carried out learning using the Make a Match method. The instruments used in this classroom action research were observation sheets, learning outcomes tests, and documentation regarding the application of the Make a Match learning model, which can improve student learning outcomes in basic culinary subjects in class.]]>
<![CDATA[Development and Validation of Interactive Computer-Based Learning Module in English ]]>
<![CDATA[Cortez, Regine P.]]>;
<![CDATA[Lim, Rich Paulo S.]]>
<![CDATA[ Akademika Vol 14 No 01 (2025): Akademika : Jurnal Teknologi Pendidikan ]]>
Publisher : <![CDATA[Akademika : Jurnal Teknologi Pendidikan ]]>
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DOI: 10.34005/ak.v14i01.4454
<![CDATA[This study focused on the development and validation of an interactive computer-based learning module designed for Grade 8 English under the K to 12 curriculum. The module was created following a Research and Development design and evaluated using an experimental approach. Participants were selected from heterogeneous sections of a secondary public school in the Division of Mabalacat City. The experimental group utilized the interactive module, while the control group followed the traditional discussion method. Findings revealed that students who used the interactive module outperformed those taught using traditional methods. Expert validators in both English and Information Technology provided positive evaluations of the module’s content and design. These results demonstrate the module’s effectiveness in enhancing students' academic performance. This study underscores the potential of interactive computer-based modules as valuable tools in fostering 21st-century skills and adapting to evolving educational platforms.]]>
<![CDATA[PENGEMBANGAN EVALUASI PEMBELAJARAN MENGGUNAKAN WORDWALL GAME SHOW QUIZ PADA MATERI BAGAIMANA BENTUK INDONESIAKU ]]>
<![CDATA[Asysyifa, Anita Nur]]>;
<![CDATA[Mulyawati, Yuli]]>;
<![CDATA[Zen, Dendy Saeful]]>
<![CDATA[ Akademika Vol 14 No 01 (2025): Akademika : Jurnal Teknologi Pendidikan ]]>
Publisher : <![CDATA[Akademika : Jurnal Teknologi Pendidikan ]]>
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DOI: 10.34005/ak.v14i01.4479
<![CDATA[Abstract: Anita Nur Asysyifa (037120070) Development of learning evaluation using wordwall game show quiz on the material of how my Indonesia looks like. The evaluation tool used on the material of how my Indonesia looks like for grade V students is still not interesting. This study aims to develop and find out the feasibility of evaluation using the wordwall website how my Indonesia looks like. This study is a Research and Development (R&D) study with the ADDIE method (Analysis, Design, Development, Implementation, Evaluation). This study involved three lecturers from Pakuan University as material experts, media experts, and language experts, as well as one teacher from SDN Cipaku Perumda as a material expert on how my Indonesia looks like. The material expert gave a validation score of 96% including the very feasible category, the media expert gave a score of 84% including the feasible category, and the language expert got a score of 100% with the very feasible category. The results of the pretest were 62% and the results of the posttest were 80.5 with the feasible category from the two tests conducted, getting an N-gain of 0.54 and can help students actively in conducting learning evaluations. It can be concluded that the development of learning evaluation using the wordwall website is suitable for use by teachers and grade V students.]]>
<![CDATA[Zero Curriculum Communication Strategy in Implementing the Merdeka Curriculum ]]>
<![CDATA[hidayatulloh, Syarif]]>;
<![CDATA[Larasaty, Past Novel]]>
<![CDATA[ Akademika Vol 14 No 01 (2025): Akademika : Jurnal Teknologi Pendidikan ]]>
Publisher : <![CDATA[Akademika : Jurnal Teknologi Pendidikan ]]>
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DOI: 10.34005/ak.v14i01.4511
<![CDATA[This study examines the communication tactics employed by Telesandi Bekasi Telecommunication Vocational School in the execution of the independent curriculum. The adoption of the autonomous curriculum is neither obligatory nor optional, resulting in disparities over its application for new students at Telesandi Bekasi Telecommunication Vocational School. Due to variations in the implementation of curriculum backgrounds from Junior High Schools (SMP), incoming pupils entering the ninth grade will possess disparate experiences with the curriculum. Consequently, Telesandi Bekasi Telecommunications Vocational School must identify the communication tactics for the implementation of the independent curriculum for incoming students. Telesandi Bekasi Telecommunication Vocational School employs a communication approach centered around the establishment of a Zero Curriculum. The objective is for all new students entering class X to possess uniform proficiency levels, despite their varied experiences in utilizing the curriculum throughout junior high school (SMP). The implementation of the Zero Curriculum results from innovation derived from the theory proposed by Everett M. Rogers in his work, Diffusion of Innovations. This Zero Curriculum will positively influence new students in their subsequent engagement with the independent curriculum. This essay aims to enable readers to utilize the zero curriculum as a strategic measure in the implementation of the autonomous curriculum inside their schools.]]>
<![CDATA[Enhancing Life Skills in Early Childhood Education: How Digital Puzzles Make It True? ]]>
<![CDATA[Syarifah, Syarifah]]>;
<![CDATA[Damayanti, Ranie]]>
<![CDATA[ Akademika Vol 14 No 01 (2025): Akademika : Jurnal Teknologi Pendidikan ]]>
Publisher : <![CDATA[Akademika : Jurnal Teknologi Pendidikan ]]>
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DOI: 10.34005/ak.v14i01.4512
<![CDATA[In the rapidly evolving digital age, building children's life skills through creative play has become a crucial and popular technique in early childhood education. As a result, we propose employing digital puzzles to encourage creative play in early childhood education. Playing creatively with a digital puzzle can significantly improve children's life skills. They must assemble puzzle pieces to create the desired image pattern. According to various research and publications, creative play with digital puzzles can promote life skills in early infancy. We specifically look at the challenges of doing a literature review on improving life skills in early childhood education. Life skills in literature are divided into four sections based on the following themes: (1) the new concept of early childhood education, (2) integrating life skills in early childhood education with play and media, (3) encouraging creative play through digital puzzles, and (4) digital puzzles for life skills in early childhood classrooms: a case study in Indonesia. The article introduces each of the four themes with a contemporary anecdote and then presents a literary consensus. The article concludes with changes to improve life skills in early childhood education through creative play and digital riddles. Digital puzzles, as a form of creative play, help young children build life skills that will make them happier and more resilient in the face of daily challenges. Young children can grow into adults capable of creatively overcoming daily problems.]]>
<![CDATA[Analysis of Elementary School Students' Literacy Ability Through Short Stories Using Project-Based Learning ]]>
<![CDATA[Nurhayati, Siti]]>
<![CDATA[ Akademika Vol 14 No 01 (2025): Akademika : Jurnal Teknologi Pendidikan ]]>
Publisher : <![CDATA[Akademika : Jurnal Teknologi Pendidikan ]]>
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DOI: 10.34005/ak.v14i01.4531
<![CDATA[This study aims to analyze the literacy ability of elementary school students through the application of project-based learning in writing short stories. The method used is a qualitative approach with data collection through observation, interviews, and document analysis. The results of the study show that project-based learning significantly improves students' literacy skills in various aspects, including the ability to read and understand texts, creative writing skills, and critical thinking skills. Students show increased motivation and involvement in the learning process, as well as the ability to collaborate and communicate well in groups. In addition, the mastery of grammar and vocabulary has also improved. These findings recommend the application of project-based learning as an effective strategy to improve the literacy skills of elementary school students, with the hope of forming a solid foundation for their literacy development in the future. Keywords:]]>
